Teaching EBHC

The EBHC teaching resources library

The EBHC teaching resources library provides a platform for the global sharing of learning resources for teaching and learning Evidence-Based Health Care (EBHC) – https://teachingebhc.org.

To be included in the Library, a learning resource must:

  • Be freely available
  • Be relevant to one or more of:
    • EBM Stages, or
    • EBHC Competencies (link)
    • the Key Concepts (link), or

The resources have been identified by searching the internet and by user submissions.  You can read our methods paper here (Castle et al 2017).  Website editors approve all submissions before publication in the Database.

Who the EBHC teaching resources library is for

The EBHC teaching resources library is aimed at helping people who teach EBHC to undergraduate or postgraduate health professionals, and students with a special interest in EBHC such as Students for Best Evidence. There are number of possible uses of the material:

  • Preparing a lecture at short notice
  • Needing to find an amusing or engaging illustration of EBHC concepts
  • Planning a course on EBHC
  • Finding preparatory reading for students
  • First-time course development

Learning resources are stored in the Critical Appraisal Resources Library (CARL) database.  You can search, filter and rate resources, and suggest new ones via Suggest a Resource page.

The EBHC teaching resources library website members can comment on resources and collate multiple resources into Bundles for sharing with their students and others.  Click here to join this network.

You can embed this database in your own website using our API.  Find out more here.

Membership

We invite membership from anyone interested in teaching evidence-based health care.  We currently have 30 members around the world.

Membership allows you to comment on Resources and create Bundles of resources for your own use.  See the help page for more details.

Members receive a regular email digest of new Learning Resources that have been added to the Database.

We intend to recruit Editors from our Membership who are willing to help approve suggestions for new resources to be added to the database.

Ratings and comments

User feedback is central to this project.  Please rate any resources of which you have personal experience.  Your ratings are anonymous.  Qualitative feedback can be given using the Comments, which are not anonymous.  Please also use the Comments to tell us about any problems you find with a Resource (e.g. broken link, incorrect classification).

Suggest a resource

We welcome your suggestions for resources to include in the database.  We particularly want to receive suggestions for:

  1. Resources that address topics already covered, but which do so more effectively than the existing resources do
  2. Resources that address topics that are not already covered.

Your suggestions are stored on the system and moderated by our Editors.

Who is behind the EBHC teaching resources library?

Development of the website was funded by the James Lind Initiative.  It is hosted by the International Society for Evidence-Based Health Care.

Editors
The Editors are Patricia Atkinson, Douglas Badenoch and Paul Glasziou.

 References
Castle JC, Chalmers I, Atkinson P, Badenoch D, Oxman AD, Austvoll-Dahlgren A, et al. (2017) Establishing a library of resources to help people understand key concepts in assessing treatment claims—The “Critical thinking and Appraisal Resource Library” (CARL). PLoS ONE 12(7): e0178666. https://doi.org/10.1371/journal.pone.0178666


Effective teaching strategies

A recent overview of systematic reviews shows that multifaceted, clinically integrated interventions, with assessment, can lead to improvements in knowledge, skills and attitudes as well as improve critical appraisal skills and behaviour. Lecture-based versus online teaching appears to give similar results. The authors conclude that EBHC teaching and learning strategies should focus on implementing multifaceted, clinically integrated approaches with assessment. More research is needed to evaluate minimum components for multifaceted interventions, assessment of medium to long-term outcomes, and implementation of these interventions.

Young T, Rohwer A, Volmink J, Clarke M. What Are the Effects of Teaching Evidence-Based Health Care (EBHC)? Overview of Systematic Reviews. PLoS ONE 2014 9(1): e86706.

Teaching Committee
The Society’s teaching committee is developing a number of areas to help those trying to develop and teaching EBHC within a health care program, including a curriculum statement, teaching materials, and workshops. The chair of the Curriculum Committee is Professor Craig Mellis – <craigm@med.usyd.edu.au> at Sydney University.

Curriculum
The Sicily Statement – published in BMC Medical Education 2005 decribed a curriculum for teaching EBHC. The curriculum based on teaching and testing the skills in the “5 steps” of EBM: question formulation, search, appraisal, application and self-evaluation . The statement is currently being revised and extended, and comments and suggestions are welcome.

Teaching Materials
The Society plans to develop free materials for members. Currently a number of good teaching tools and materials are available at the Oxford CEBM website, the McMaster website, and the KTClearinghouse in Toronto.

If you have specific suggestions or requests, please add a Comment below

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